Alıştırmalardan Etkinliklere: Eğitimdeki Gelişmeler

Öğrenme etkinlikleri öğrenme sürecini kolaylaştırmak için öğretilen konuyla ilgili

From Exercises to Activities: Educational Developments

Learning activities are extra studies about teaching topics to enhance learningprocess. They have been represented as exercise, homework, activity, performancetask, workplace, Project through years. Their applications change based oneducation approaches. Behaviorist approach focus on exercises. The aim ofexercises is to provide enhancement of study topics. Exercise were supported to thestudents to reinforce study topics and the students were expected to do themregularly in the past. Recently, activities have been focused on by giving by thisapplication. The aims of activity are to provide effective and willingly studentlearning. In education process, students can develop language, conscious and socialskills by making various activities cooperatively. Applied activities are mainteaching tools of constructivist approach with the aim of providing student learningeffectively, easily and permanently and motivation. While exercises aim to changebehaviors, activities face to conscious and develop skills such as language,conscious, social and physical. Activities help students learn knowledge actively andconstruct them in their minds. Moreover, they direct the students to examine theknowledge, find the meanings of events and phenomena, organize and constructtheir own thoughts; that is, learning by trying and inventing. Briefly, learning byactivities is learning by doing and inventing. Based on this view, various activitieshave been supported to the students in lesson books by twelve years and they havebeen applied in teaching. It was observed that the activities in lesson books were notat the expected level and quality at the end of the study. It was determined that whilesome activities were prepared based on the view of exercises or used instead ofthem, some of them had the properties of the activities completely.

___

  • Avram,C.(2006). Les Exercices Structuraux, les techniques, techniques,dialogos, www.romanice.ase.ro/dialogos/.../09_Avram-Les-exercices.... adresinden erişilmiştir.
  • Barnier,G.(2005).L’approche socio-constructive des apprentissages scolaires, Psychologie de l’éducation, Thème 2, IUFM d’aix-Marseille.
  • Basque, J. (1999). L’İnfluence du Béhaviorisme, du Cognitivisme et du Constructivisme sur le Design Pédagogique, Actes du XIIe Colloque du CIPTE, Montréal.
  • Bertocchini,P. ve Costanzo,E. (2014).La Notion d'exercice, Le Français Dans le Monde, 12.12.2016 tarihinde www.fdlm.org adresinden erişilmiştir.
  • Besse,H. ve Porquier,R.(1984). Grammaire et didactique des langues, Hatier-Credif.
  • CECR (2000). Cadre européen commun de référence pour les langues. Apprendre, enseigner, évaluer, Division Des Langues Vıvantes, Strasbourg: Conseil de l’Europe, Didier.
  • Cedlova,M. (2013).Tâches et activités : au service de l'enseignement-apprentissage en FLE, Západočeská univerzita v Plzni Fakulta filozofická Plzeň https://otik.uk.zcu.cz/.../Taches%20et%20activites%20%20a...adresinden erişilmiştir.
  • Conejo López-Lago,E. (2006). Qu’est-ce qu’une tâche ?,Rahmen des Projektes “Español Online” adapté en français par Philippe Liria, 10.11.2016 tarihinde http://www. difusion.com/uploads/2004/Ideas/Recursos/1246.pdf adresinden erişilmiştir.
  • Contamines,J.(2013). Guide de conception d’un scénario d’apprentissage,(INF 9013 Les TIC et l’apprentissage en milieu de travail), 23.01.2017 tarihinde http://www benhur.teluq.uquebec.ca/.../inf9013/.../GuideConceptionSce... adresinden erişilmiştir.
  • Cuq,J.P, ve Gruca,İ.(2005). Cours dè didactique du français langue étrangère et seconde, Paris:PUG.
  • Çevik, A. ve Güneş, F. (2017). Türkçe ders kitaplarındaki etkinliklerin incelenmesi, Ana Dili Eğitimi Dergisi, 5(2), 272-286
  • Deschênes, A.-J., Bourdages, L., Michaud, B., et Lebel, C. (1992). Les activités d’apprentissage dans des cours conçus pour l’enseignement à distance, Journal of Distance Education, VII(1), 53-81.
  • Deschênes, A.-J. (1995). Vers un modèle constructiviste de la production des textes in J.-Y Boyer, J.-P. Dionne et P. Raymond (dir.). La production de texte ,Montréal: Les éditions Logiques.
  • Deschênes, A.-J., Bilodeau, H., Bourdages, L., Dionne, M., Gagné, P., Lebel, C., ve Rada-
  • Donath, A. (1996). Constructivisme et formation à distance. Distances. 1(1), 9-25.
  • Dessaint, M.-P. (1995). Au coeur de l’apprentissage: les objectifs et les activités. In M.-P.
  • Dessaint (Ed.), La conception de cours: Guide de planification et de rédaction, Sainte-Foy ,Canada : Presses de l’Université du Québec.
  • DİSCAS.(2005). L'activité d'apprentissagei Les archives de DISCAS, 02.01.2006 tarihinde www.csrdn.qc.ca/discas/Apprentissage/activiteApprentissage adresinden erişilmiştir.
  • Güneş,F. (2014).Sınıf yönetimi,yaklaşım ve modeller, Ankara :Pegem A Yayınları.
  • Güneş, F.(2015). Türkçe öğretimi yaklaşımlar ve modeller, Ankara:Pegem A Yayınları.
  • Güneş, F.(2017,a). Türkçe öğretiminde etkinlik yaklaşımı, Ana Dili Eğitimi Dergisi, Journal Of Mother Tongue Education ADED-JOMTE, 5 (1): 48-64
  • Güneş, F.(2017,b). Okuma ve anlama etkinliklerinde nitelik sorunu, I. Uluslararası Sınırsız Eğitim ve Araştırma Sempozyumu (USEAS2017) Tam Metin Bildiri Kitabı, SEAD,24- 26 Nisan 2017 Alanya/Antalya E-ISBN 978-605-82661-1-7
  • Labédie, G. ve Amossé, G.(2001). Constructivisme ou socio-constructivisme?. Pädagogisches Institut der deutschen Sprachgruppe, Bozen DDEC de Nantes.
  • Landry, F. (1986). Revue de littérature sur le rôle des activités d’apprentissage dans l’enseignement à distance. Sainte-Foy, QC : Télé-Université.
  • Malenfant, N. (2002). Routines et transitions en services éducatifs. Québec : Presse de l’Université Laval.
  • MEB.Talim ve Terbiye Kurulu Başkanlığı (2005). İlköğretim Türkçe Dersi Öğretim Programı ve Kılavuzu, Ankara: MEB Basımevi.
  • Oddou,M.(2017). Théories de l’apprentissage et activités fle, 06.06.2017 tarihinde www.moddou.com/.../theorie-activites-FLE-Marc-Oddou-B... adresinden erişilmiştir.
  • Pollet, D.(2015). Elève : acteur actif de son apprentissage : le triple a gagnant ? Analyse n°15 FAPEO, Décembre 2015, www.fapeo.be/analyses adresinden erişilmiştir.
  • Pourtois, J-P., Desmet, H.(2002). L’éducation postmoderne, 3ème Edition,Paris: PUF.
  • Vigner, G.(1984).L’Exercice dans la classe de français, Paris:Edition Hachette .
Karadeniz Sosyal Bilimler Dergisi-Cover
  • ISSN: 2602-3407
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2009
  • Yayıncı: -